TEACHER COMPETENCY DEVELOPMENT MODEL IN SCHOOL UNDER BORDER PATROL POLICE SUB DIVISION 43

Abstract

This research aims to survey the needs and develop a model for developing the teacher competency in school under Border Patrol Police Sub Division 43. The sample group is 70 teachers in school under Border Patrol Police Sub Division 43. The research tools are a survey of the needs for developing the competence of teachers and a competence development model assessment form with a 5-level rating scale and a reliability of 0.920. The statistics used are percentages and standard deviations. The results of the research found that Teachers in the Border Patrol Police School were 49 females (70%) and 21 males (30%). 53 (75.71%) had bachelor’s degrees, 17 (24.29%) had master’s degrees, and 1-5 years of service 26 (37.14%) had 6 - 10 years of service. 18 (25.71%) had 11 - 15 years of service. 10 (14.29%) had 16 - 20 years of service. 7 (10.00%) had 21-25 years of service. 8 (11.43%) had 25 years of service. 1 (1.43%) had 25 years of service or more. The teachers had the highest level of need to develop competency in learner development ( = 4.68), followed by classroom management competency ( = 4.63) and teacher competency development model in learner development. It includes preparation and planning, integration with real life, individual development, authentic assessment and networking. The classroom management competency development model includes creating a creative environment, organizing learning, creating active participation and systematic management.